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More Than Words: The Relations between Teacher-Child Interactions, Classroom Context and Latino DLLs' School Readiness

The overarching purpose of this project is to increase the understanding of classroom factors and processes that can support the language and socio-emotional development of dual language learners (DLLs). In recent years, policymakers have paid more attention to DLLs not only because of their increasing numbers, but also because prior research has shown gaps in achievement between DLLs and their monolingual English-speaking peers. To better serve DLLs, research needs to focus on how having access to two languages uniquely affects their learning.
Resource Type:
Administration for Children and Families/OPRE Projects
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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